Students and Instructors' Perceptions of Integrating Generative AI in Assessment Within the Context of the UAE

Document Type

Article

Source of Publication

Journal of Computer Assisted Learning

Publication Date

10-1-2026

Abstract

Background: Generative artificial intelligence (GenAI) is transforming assessment practices in higher education, offering opportunities for efficiency and personalization while raising concerns related to academic integrity, fairness, and responsible use. Understanding how different users perceive and engage with GenAI is essential, particularly within rapidly advancing digital contexts such as the United Arab Emirates (UAE). Objectives: This study investigates students' and instructors' perceptions of GenAI integration in assessment and examines the relationships among perceived usefulness, perceived ease of use, perceived risk, attitudes, and responsible use, including the moderating role of user type. Methods: An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 193 participants (163 students and 30 instructors) using a validated survey instrument. Correlation, regression, mediation, and moderation analyses were conducted, complemented by qualitative thematic analysis of open-ended responses. Results: Findings revealed significant positive relationships among all constructs. Perceived usefulness and ease of use were combined into a higher-order Technology Acceptance Model construct that strongly predicted attitudes. Perceived risk significantly influenced both attitudes and responsible use, emerging as the strongest predictor of responsible behaviour. Attitude partially mediated the relationship between technology acceptance and responsible use. User role significantly moderated this relationship, with a stronger effect observed among instructors. Qualitative findings indicated generally positive but cautious attitudes, highlighting concerns about over-reliance, accuracy, and academic integrity, alongside a continued intention to use GenAI. Conclusions: GenAI adoption in assessment is shaped by a balance between perceived benefits and risk awareness. The findings highlight the importance of promoting responsible use through clear policies, training, and assessment design, offering practical implications for integrating GenAI within higher education systems.

ISSN

0266-4909

Publisher

Wiley

Volume

42

Issue

5

Disciplines

Education

Keywords

assessment integration, generative artificial intelligence, perceived risks, perceptions, responsible use behaviour

Scopus ID

105046628751

Indexed in Scopus

yes

Open Access

no

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